Index

Citation

Shapira-Lishchinsky, O. (2018), "Index", International Aspects of Organizational Ethics in Educational Systems (Studies in Educational Administration), Emerald Publishing Limited, Leeds, pp. 163-169. https://doi.org/10.1108/978-1-78714-777-520181031

Publisher

:

Emerald Publishing Limited

Copyright © 2018 Emerald Publishing Limited

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INDEX

Absence/absenteeism

, 62, 63–64, 81, 85

acceptance

, 92–93

annual report of

, 106

ethical aspects of

, 70–71

frequency

, 64, 65, 106, 109

measurement

, 102–103

parental involvement in

, 106

voluntary measures

, 64–66

voluntary withdrawal

, 71, 141

Academic achievement

, 4, 13, 19, 63

Advisory committee

, 23

Age

, 83

American Association of Educators (AAE)

, 33

AMOS 18.0 software

, 93

Antecedents

, 63, 88

Assimilation of book’s contents

dealing with students

, 132–133

keeping new teachers in system

, 136–138

parental intervention to removing teacher from school

, 127–128

sanctions against students uses of cellphone

, 131–132

school principal’s pressure to raising student’s grades

, 130–131

teacher’s determination to bringing change in history studies

, 128–129

teacher’s tardiness to class

, 135–136

unprofessional teacher

, 133–135

Attitudes

, 3, 69, 81

of organizational commitment

, 81

Attrition

, 62, 66–67, 71, 81, 84, 86, 103, 104, 106, 107, 110, 140

Authentic leadership

, 42, 43, 45, 93, 94, 125

development based on ethical incidents and team simulations

, 125

Balanced processing

, 45, 125

Behavioral regulations, procedures, and norms

, 85–86

Behaviors

, 3, 69, 86, 88, 89, 91–95, 100, 105–106, 111–112, 122, 125, 135, 139–141

Benevolence

, 57

Care

, 74

ethics of

, 60

morality of

, 17–18, 121–122

for students learning

, 37–38

for teacher

, 107–108, 110

Caring

, 6–11, 48, 55–57, 74, 83–84, 95–96, 111, 121–122, 133, 139, 141

and equality-based distributive justice

, 60

for students

, 6

Cases

absence frequency and duration

, 106

annual report of teachers’ absences

, 106

dealing with student who threatened his teacher

, 132–133

keeping new teachers in system

, 136–138

parental intervention to remove a teacher from school

, 127–128

parental involvment in teachers’ absenteeism

, 106

sanctions against students’ use of cellphones

, 131–132

school principal’s pressure to raise student’s grades

, 130–131

teacher’s determination to bring about change in history studies

, 128–129

teacher’s tardiness to class

, 135–136

unprofessional teacher

, 133–135

US code of ethics for educators

, 33–35

Citizenship behaviors

, 91–94

integrative perspective

, 91–92

motivational aspects of citizenship behavior and misbehavior

, 94

Climate

ethical

, 55–57, 60, 73–74, 81–82, 86, 92–93, 111, 140

school

, 57, 73–74, 91, 95, 108

Codes of ethics

, 27

analyzing codes of ethics in educational systems

, 8–10

assimilation

, 23, 26

Code of Professional Conduct for Educators from North Dakota

, 34

in educational systems

, 5, 7–10, 17

for educators

, 6, 33–35

ethical school culture

, 12

multidimensional model of ethical school culture

, 11

parents’ and community’s involvement

, 7

as promoting teachers’ professional status

, 29–31

and Standard Practices for Texas Educators

, 34

of Tennessee Education Association

, 34

Cognitive process

, 73

Collegial relationships among teachers

, 15–16

Commitment

affective

, 30, 58, 63, 64, 76, 79, 80, 81

continuance

, 80

effective

, 80

normative

, 79–80

organizational commitment

, 64, 79–81, 86, 140

Committee members

, 22

Compensatory model

, 61–62

Competing values model

, 60

Conservation of resources theory

, 88

Constructivist approach

, 118

Continuance commitment

, 80

Corporate Ethical Virtues model (CEV model)

, 59

Cosmopolitan level

, 57

Critical ethical incidents

, 115–118, 121

authentic leadership development

, 125

in educational leadership

, 115–116

error management by

, 116

in ethical context

, 125

ethical quandaries in teachers critical incidents

, 126

learning ethical behaviors by engaging in TBS

, 125

team simulations based on

, 117–120

Critical pedagogy

, 19

Cross-national aspects

assimilation of code of ethics

, 23, 26

awareness of importance of process

, 21–22

committee members

, 22

feedback and supervision of process

, 26

process of developing ethical code

, 22–23

process of development and application of ethical codes

, 24–25

Cross-national view

, 27–28

Culture

, 3

approaches to

, 3

culturally responsive education

, 19

ethical school

, 12–14, 37–38

ethical

, 21, 57–60

global ethical

, 4

national ethical

, 4

national

, 3

organizational

, 57–58

Decentralization of functions

, 107–108

Democratic education

, 19

Democratic Republic of Congo (DRC)

, 59

Dimensions of organizational ethics

, 60

Discussability

, 58–59

Distributive aspect

, 18

Distributive justice

, 55–56, 60, 76, 91, 97, 126

Educational leader

, 4, 21, 105, 484

and teachers

, 27, 28

team simulations based on critical ethical incidents

, 117–120

Education

, 17

authentic leadership in

, 44

culturally responsive

, 19

democratic

, 19

departments

, 110–112

models in sociology

, 13

quality

, 35, 140

relative autonomy and prestige

, 30

research in

, 4

stakeholders in

, 6

Educational leadership

, 41, 118

critical ethical incidents in

, 115–116

Educational networks

, 85

Educational programs

, 31

Educational systems

, 5, 18, 33, 47, 66, 77–78, 117

Educators

, 5, 6, 12, 17, 19, 22, 24, 25–28, 33–38, 41–42, 76, 106, 108, 140–141

Egoism

, 57

Emotional theory

, 75–76

Employees

, 80

Enforcement process

, 34

Error management by critical ethical incidents

, 116

Ethical climate

, 55–57, 60, 74, 81, 83, 86

and organizational commitment

, 81

and teachers’ withdrawal behaviors

, 73–74

Ethical code(s)

, 34

development for educators

, 24–26

process of developing

, 22–23

Ethical decision making

among educational leaders

, 51–52

processes

, 41, 45, 51

Ethical incidents

, (see Critical ethical incidents)

Ethical knowledge, teachers’ professional status through

, 30–31

Ethical quandaries

among educational leaders

, 47–49

dealing with

, 116

in teachers critical incidents

, 126

Ethical school culture

, 12, 13

factor

, 14, 37–38

Ethical/ethics

, (see also Organizational ethics), 3

context

, 3–4, 115

culture

, 21, 57–60

dilemmas

, 4

of educational leadership and training

, 41–42

national culture

, 3

organization

, 47

organizational perceptions

, 86

perceptions of ethical school climate

, 95–96

predictors

, 73

reasoning

, 17

role modeling of management and supervisors

, 58

rules

, 22, 57

standards

, 58

of teacher turnover and attrition

, 71

teachers

, 15

of teachers’ absences

, 70–71

of teachers’ tardiness

, 70

of teachers’ withdrawal behaviors

, 69

External mobility

, 66

External stakeholders

, 5

Extra-role behavior

toward school

, 87

toward staff

, 87

toward students

, 87

Feasibility

, 58

Four-dimensional model (4D model)

, 3

of authentic leadership

, 125

Freedom

, 44

Gender

, 83, 84

Glimmix procedure of SAS

, 91

Global approach

, 3–4

Global ethical culture

, 4

vis-à-vis perception of ethics

, 4

Global ethical values

, 5

Global Leadership and Organizational Behavior Effectiveness project (GLOBE project)

, 3

Human dignity

, 121

Independence

, 7, 30, 57

Independent model

, 61

Individual level

, 57

Inequality

, 6, 13–16

Institutional anomie theory

, 4

Instrumental, ethical climates

, 57

Integration approach

, 18, 93

Integrative model of student inequality

, 13–16

Inter-correlations

, 92

“Interaction with colleagues”

, 38

Internal mobility

, 66

Internal stakeholders

, 5

International

aspects

, 16

Association for Evaluation of Educational Achievement (IEA)

, 37

moral perspective

, 45

Investigative process

, 28

Involuntary absence

, 65

Involuntary measures of absence

, 64–66

Justice

procedural justice

, 55–56, 76, 91, 97, 111

distributive

, 55–56, 60, 76, 91, 97, 126

social

, 4, 18–19, 21

morality of

, 17–18, 121–122

Law and code

, 57

Leadership

, 105–106, 117, 118

authentic

, 42, 43–45, 93–94, 125

development

, 118

educational

, 21, 41–42, 115–116, 118, 125, 140

ethical

, 44, 118

moral

, 42, 118

school

, 38, 42, 91

transactional

, 43, 93

transformational

, 43

Learner-centered education (LCE)

, 105

absence frequency and duration

, 106

annual report of teachers absences

, 106

parental involvement in teachers absenteeism

, 106

Learning ethical behaviors by engaging in TBS

, 125

Mediating effect of organizational commitment

, 80–81

Ministry of Education

, 94

Misbehave and teachers’ withdrawal behaviors

, 77–78

Mistake-forgiving

, 116

Moral leadership

, 42, 118

Morality of care

, 17–18, 121–122

Morality of justice

, 17–18, 121–122

Motivational antecedents

, 63

Motivational aspects of citizenship behavior and misbehavior

, 94

Mplus statistical package

, 93–94

Multifaceted model of ethical dilemmas

, 126

Mystification of knowledge

, 29

National

approach

, 3–4

Education Association

, 33

ethical culture

, 4

ethical values

, 5

Normative commitment

, 79–80

Official educational policies and practiced policies

, 121–123

Official policies

, 122

Organisation for Economic Co-operation and Development

, 17

Organization’s ethical climate

, 74

Organizational

attributes

, 13

behavior

, 64

characteristics

, 85

commitment

, 64, 79–81, 86

culture

, 57–58

ethical aspects

, 41

justice

, 55–59, 64

misbehavior

, 94

reasons

, 66

Organizational citizenship behavior (OCB)

, 55, 87–89, 94

Organizational ethics

, (see also Ethical/ethics), 81

culture and climate in context of ethics

, 60

Parent(al)

and community’s involvement

, 7

intervention to removing teacher from school

, 127–128

involvement in teachers absenteeism

, 106

Pedagogical philosophies

, 19

Pedagogy

, 133

Perceived psychological contract breach in schools

, 98–99

Perceptions

, 69

of ethical school climate

, 95–96

ethics

, 3

of justice

, 56

of organizational justice in schools

, 97–98

of tendency to misbehave in schools

, 99–101

Personal characteristics

, 83, 86

age

, 83

gender

, 84

roles in school

, 84–85

seniority

, 83–84

Personal reasons

, 66

Practiced policies, gap between official educational policies and

, 121–123

Predictors of teachers’ absence and citizenship behaviors

, 92–93

Procedural justice

, 55–56, 91

Profession/al/alism

autonomy promotion, critical ethical incidents for

, 116

Educators of Montana Code of Ethics

, 34

standards

, 48

Programme for International Student Assessment (PISA)

, 4, 17

Progression model

, 61–62

Psychological contract and teachers’ withdrawal behaviors

, 74–75

Psychological empowerment

, 93–94

Quasi-Possion regressions

, 92

Questionnaire

perceptions of ethical school climate

, 95–96

perceptions of organizational justice in schools

, 97–98

perceived psychological contract breach in schools

, 98–99

perceptions of tendency to misbehave in schools

, 100–101

teachers’ tardiness

, 102

teachers’ absenteeism

, 102–103

teachers leaving schools (attrition/turnover)

, 103

Reciprocity of effort

, 29

Relational transparency

, 45

Relations

, 43–44

“Relations with colleagues”

, 6

Respect of rules, dimensions

, 38

“Right to freedom”

, 121

Role-playing exercises

, 118

Rules, ethical climates

, 57

Sanctionability

, 59

Sanctions against students uses of cellphone

, 131–132

School

, 79

administration

, 47

community

, 15

environment

, 55

ethical standards

, 22

ethics

, 73

external factors

, 14–16

internal factors

, 14–16

organizational attributes

, 13

psychological contract breach

, 98–99

regulations

, 48

school-based processes

, 13

school-wide absenteeism

, 85

size

, 85

School principals

, 51–52

ethical quandaries

, 49

pressure to raising student’s grades

, 130–131

Self aspects

, 43–44

Self-awareness

, 44–45, 125

Seminars

, 105

Seniority

, 83–84, 140

Sequence theory

, 94

Simulation

, 117, 108, 141

team

, 117–120, 125

Social distance

, 29

Social justice

, 4, 21

in educational systems

, 18

morality of care and morality of justice

, 17–18

promote social justice in educational systems

, 18–19

Socialization model of employee

, 85

Socially just relationality

, 18

Socio-demographic predictors

, 91

Spillover model

, 61

Stakeholders

, 11, 22, 27, 28, 48, 51, 60

“Student-centered” attitude

, 15

Superiority approach

, 18

Supervision and feedback process

, 26

Supportability

, 58

“Supportive–forgiving”

, 125

Tardiness

, 62, 70, 81, 84, 91

avoidable

, 63

chronic

, 63

unavoidable

, 63

teachers

, 101–102

Teacher(s)

absenses/absenteeism

, 63–64, 70–71, 92, 102–103, 106

determination to bringing change in history studies

, 128–129

ethical aspects of

, 71

ethical quandaries in teachers’ critical incidents

, 126

perceptions of authentic leadership

, 93–94

profession

, 15, 30–31, 34, 37–38, 78

tardiness

, 62–63, 70, 101–102

turnover and attrition

, 66–67

Teachers’ withdrawal behaviors

, 55, 61–67, 91–92

citizenship behaviors and

, 91–94

decrease in

, 105–106

ethical aspects

, 69–71

and OCB

, 87–89

organizational commitment and

, 79–81

organizational ethics and

, 73–78, 95–103

personal and organizational characteristics

, 83–86

strategies for minimizing

, 107–112

Team-based simulations (TBS)

, 115, 125, 122

authentic leadership development based on

, 125

based on critical ethical incidents

, 117–120

learning ethical behaviors by engaging in

, 125

Tendency perceptions to misbehave in schools

, 99–101

Traditional equity theory

, 75

Training

, 19, 51, 63, 92, 117, 125

programs

, 133

sessions

, 129, 137, 141

ethical aspects

, 41–42

Transactional leadership

, 43

Transformational leadership

, 43

Transparency

, 58, 108

relational

, 45, 125

Trends in International Mathematics and Science Study (TIMSS)

, 4, 17, 37

Turnover

, 62, 66–67, 81, 84, 86

Unethical behaviors

, 66, 69, 71

Unprofessional teacher

, 133–135

Virtue of authenticity

, 43–44

Visibility

, 58

Voluntary absence

, 64–65, 93

Withdrawal behaviours

, (see Teachers’ withdrawal behaviours)

Workshops

, 105, 108, 110, 112, 127, 141